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The Winston Churchill Memorial Trust Using
Computers TELDEC Grant Project |
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The TELDEC Grant Project develops high-tech classrooms where students have a high level of access to classroom technologies. Student projects incorporate the use of technology to support reading and research, productivity, communication and presentations.
The TELDEC in the One-Computer Classroom Project (TELDEC-OCC) supports teachers with a single computer in their classroom. While there are currently many efforts to develop high-tech learning environments at the district, building and classroom levels, the fact remains that the majority of teachers continue to have access to a single computer in their classrooms. While a single-computer does not provide adequate access to students for using technology to learn, it can serve as the catalyst to change teaching practices in a classroom. Coupled with a projection device such as a projector or multimedia video monitor, the computer can be a very effective tool that helps transform a classroom into a student-centred learning environment. Educational and Technology Needs
This project targets teachers in all grades, including teachers of special needs students, who will begin to explore the role of technology and best practices in their remodelled classrooms. It draws upon the support and expertise of the TELDEC teachers from the 1997-99 TELDEC projects as they have changed their classroom cultures and are ready to share their transformations with others. Today's students are challenged with a complex, information-rich world that demands effective thinkers and problem-solvers. They need skills that help them to acquire and connect inter-related information, construct new meaning, and communicate their understanding in order to graduate as productive adults in tomorrow's work force. The Department of Labor and Industry defines productive adults in the work force to mean employees that work collaboratively, problem-solve, read and write with proficiency, are skilled in the area of math and science, and use technology productively. To prepare for a life of productivity, all students need to learn these skills in school. Past TELDEC projects have proven that all students benefit from a high level of access to classroom technologies that engage them in problem-solving and research, and that allow them to express their understanding in high-quality products. Specifically, computers need to be placed in the classroom at a ratio of approximately one computer to four students to facilitate research, collaboration and problem solving. Additional hardware (scanner, camera, printer and network peripherals) and age-appropriate software titles are needed to augment research (reading) and reporting (writing and communicating) in a multi-disciplinary, project-based learning environment. To ensure teacher readiness for this level of technology integration, participating teachers possess basic computer literacy skills (knowledge of their operating system and the ability to word process); a current e-mail account and experience in using it for online communication in this statewide project, and a basic awareness of the World Wide Web (using a web browser and going to specific web sites). Expected Student Learning Outcomes and Relationship
TELDEC supports comprehensive change at the classroom level. Evidence will show teachers moving away from the traditional instructional model of delivering information to students, and assuming the role of facilitator. The classroom will evolve to a collegial, student-centered environment. While teachers are developing instruction that integrates the Essential Learnings (EALRS), learners are engaged in self-designed, authentic and multi-disciplinary projects that align technology to the EALRs. While the implementation of this project is with teachers, the results are clearly identified in the learning behaviours of students. Students develop their ability to self-design and direct authentic learning projects, where authentic implies real-world and meaningful to the students. Students choose and use technology effectively in achieving their learning goals. In this context, we will show evidence that the project will have a positive impact on the following student outcomes, as measured by teacher self-assessments, student self-assessments, teacher implementation plans, and classroom observations. Outcomes
The alignment of this project with state goals is clear. While traditional instructional methods and materials have not been effective for students in the lowest quartile, this project will prove that introducing them to a student-centred learning environment will increase learning by incorporating best teaching and learning practices that meet their unique learning styles. This project is well-aligned with the four pillars of the National Technology Plan for schools. It provides (1) modern computer equipment that is networkable and AV ready; (2) high-quality software that supports project-based learning and critical thinking skills; (3) ongoing, collegial staff development on technology and best practices, and (4) access and use of the Internet for communication and research. The vision for K-12 Educational Technology in Washington refers to the restructured classroom, where students have equitable and universal access to technology, media and information, and where students take ownership of their own learning and are actively learning in collaborative, multi-disciplinary settings. In addition, the Essential Learnings for technology that are written into the Washington State Technology Plan are aligned with the student outcomes, as they strongly reflect a change in the students' role from passive recipients of information to engaged learners. They emerge as critical thinkers, effective problem-solvers and creators of knowledge as they use technology as a learning tool. Implementation, Management and Dissemination PlanTELDEC acknowledges that fundamental change at the classroom level is a process that takes time. Thus, it is organized into four phases: Acquisition, Awareness, Exploration and Implementation. Teachers need time to acquire educational technology and become aware of its potential. They need time to explore applications that integrate the Essential Learnings and best teaching/learning practices that address the special needs of all students. They need time to tie together learning activities into extended projects where technology is used as a tool to engage learners in multi-disciplinary projects. Finally, they need assistance and support as they implement changes at the classroom level that tie together the components of the TELDEC outcomes. Criteria for teacher selection, hardware configurations and standardized software titles have been established during prior TELDEC projects. Classroom technologies are acquired and placed into all TELDEC classrooms immediately. The contact person for the district oversees software installations, network connections and peripheral set-up upon its arrival. Staff development sessions are scheduled to unfold during the last three phases. During the awareness phase, teachers are introduced to the project goals, provide pre-assessment data, and develop visions of effective classroom models that integrate technology, the Essential Learnings, and best practices. As classrooms move next into exploration of new content (student grouping strategies, questioning strategies, assessment, peer mentoring and technology tools), teachers engage in reflection, sharing, reporting and self-assessment of their progress. During the final phase, each teacher develops and carries out a detailed implementation plan that ties together all of the components of the project. The plans also serve as evaluation tools that monitor the success of the TELDEC project, as each component of the plan is evaluated for its thoroughness in addressing the project outcomes. Specific events and activities that allow the teachers to develop their skills are scheduled during every phase of the project. Building principals receive in-service as well, as they learn new roles and approaches to supporting the TELDEC teachers in their buildings. TELDEC teachers from previous projects serve as trainers and facilitators of selected inservice sessions, and as model classroom teachers who accept the new teachers into their classrooms to observe. New teachers also participate in dissemination by agreeing to use at least ten hours of time outside of their contractual workday to share new learnings with other educators. Such avenues of dissemination include scheduling and facilitating TELDEC Open House nights; presenting to school boards, PTAs and community groups; conducting inservice within their buildings/districts; and presenting at regional TELDEC events that are open to the public. TELDEC teachers are invited to present at regional conferences, such as the Washington Commission on Student Learning Conference and Small Schools Conference. They emerge as instructional leaders at the building, district, regional and state levels. Evaluation PlanThe expert staff of program evaluators and technology specialists at Northwest Regional Educational Laboratory are prepared to provide evaluation services to the project when it is funded. They collect, analyze and summarize quantitative and qualitative data that document the kinds of successes that are possible over the life of this project. Evidence from reflections, pre- and post- self-assessments by students and teachers, teacher and student reflections, observations by a peer teachers and the building principal will show that teachers can successfully transform their classrooms so that technology is a tool to support the Essential Learnings, and where best practices abound. This data will also be collected through implementation plans, and will be measured by the thoroughness in the following: an essential question or challenge; the specific Essential Learnings; project goals; grouping strategies; selected technologies and approaches; timelines; indicators of success; method of assessing the learning project; and evidence of student participation in the planning and assessment of their learning. For each outcome, indicators for success are included in the evaluation instrument and to guide teachers in achieving the outcomes. While not expressed in student outcomes, the following indicators guide teachers in their new roles.
Partnership PlanTELDEC's partnership with the Department of Information Services is critical to the success of the project. They develop an enhanced video-conferencing site with high-quality equipment and layout considerations that will be used to deliver the K-20 staff development component of the project. Hewlett Packard of Vancouver assists the project by authorizing ESD 112 to channel some of its donated technology to the TELDEC IV classrooms (ink cartridges, transparencies, printer paper). In the last six months, approximately 35 palettes of donated items have been distributed to schools (at an estimated value of $2,646,000), and Hewlett Packard of Vancouver expects more in the near future. The Educational Technology Development Center at ESD 112 provides an online service that is critical to the success of the project. It creates and administers an online virtual community where participating teachers in the state hold ongoing discussions about their transforming classrooms, exchange files, and get current information about TELDEC events. Training is provided as well. The Director of the ESD 112 Learning and Assessment Center partners with the project in a way that will ensure that participating teachers get accurate, up-to-date information and training on incorporating performance-based assessment strategies in their high-tech classrooms. She assists with the delivery of inservice on performance based assessment; provides assistance with disseminating the delivery model to other regions; and provides assistance with the distribution of assessment materials. The Special Education Technology Center at Central Washington University provides support to the project by delivering staff development on assisting special education students in the TELDEC classrooms. Topics will include technology integration and best classroom practices. Several schools have experienced TELDEC teachers who continue to transform their classrooms into technology-rich learning environments. (While not full partners in this project, these teachers fulfil their new leadership roles by serving as model classroom teachers who invite new teachers into their classrooms to observe and develop visions of their future restructured classrooms.) Continue..............
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